Examining Personalized Learning and Differentiation in Mathematics Classrooms
Abstract
Personalized learning and differentiated approaches have become more common in mathematics. However, there is a sparse amount of research on teachers’ and students’ experiences in these types of classrooms. This exploratory study employed observations and semi-structured interviews with teachers who use personalized learning approaches in mathematics as well as their students’ responses. Important findings include teachers’ variety of resources including hands-on manipulatives, technological programs, and mathematics games. Implications include a need to better support teachers’ work in setting up these types of classroom environments as well as future research to examine the influence of personalized learning activities on student learning.
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